In-Class Motivation of Individual Language Learners in Thailand: An Exploration of Change, Stability and Context in a Dynamic System

Abstract

          The purpose of this study was to investigate in-class motivation of language learners’ as a dynamic system in terms of change, stability and context. Mixed methods were used to conduct research, which employed a Motometer, observations and a questionnaire to collect the quantitative and qualitative data. The Motometer provided the quantitative data for in-class motivational development of four upper secondary English language learners studying in the same language class of an English Program in Thailand. The classroom observations provided contextual information on the external factors affecting the language learners, and the questionnaire provided the internal factors. The qualitative data were used to explore the motivational development found. The findings indicated in-class motivation is a dynamic system and motivational development was individualistic. The implications are two-fold. First, it suggests motivation should be researched at the individual level, and as a dynamic system in the context in which it occurs, to gain a deeper understanding of the processes involved. Second, the Motometer is an instrument that can be used to track motivational changes over time and if applied to lessons and lesson planning may result in improved levels of in-class motivation.